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Read the "Strong Foundations Implementation" and "Product Advisor 101" sections in the PA Playbook. 

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Read the "Strong Foundations Implementation" and "Product Advisor 101" sections in the PA Playbook. 

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What does this clarify or reinforce for you about this role and the work you will be doing to support LEAs?​

How will this role impact students’ access to daily rigorous, grade-level content and instruction?​

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What have you done in the past to create joy with your teachers and/or students?​
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What have you done in the past to build trust with coaches, teachers, and/or students?

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What about these protocols do you find most helpful?​

What questions or wonderings do you have about each protocol? ​

What experience do you have with internalization best practices that can help support other PAs in this work? ​

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What about these protocols do you find most helpful?​

What questions or wonderings do you have about each protocol? ​

What experience do you have with internalization best practices that can help support other PAs in this work? ​

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Respond to the reflection questions about the HQIM Implementation Framework. 

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Respond to the reflection questions about the HQIM Implementation Framework. 

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What do you notice about the focus areas within each phase of implementation?​

How can a Product Advisor support the role-specific actions of coaches and teachers?​

How might this resource inform the way you collaborate with Implementation Advisors?

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What might you want to know about an LEA before you begin this work with them? ​

During your initial meeting with an LEA, what might be some questions you would want to ask to help you gain an understanding of the LEA?

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When have you experienced strong transformational or adaptive leadership?

What was the impact on your personal beliefs and practices? On the organization as a whole?​

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This reinforces for me that our role is really one of support and guidance. We are training to be able to help make teachers hard work a little easier by making the product and the correct way to teach it a little easier for them.

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This reinforces the purpose of building instructional coach capacity to ensure fidelity of implementation once PAs are no longer present, while also fostering the self-efficacy needed to continue supporting teachers and students.

Excited to support instructional coaches and teachers through this change!

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Love the role clarity and alignment at multiple levels of vertical alignment

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Love the role clarity and alignment at multiple levels of vertical alignment

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The role of Product Advisor ensures that coaches and teachers are supported to provide student on-grade level materials to achieve success.

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I'm excited to lead teachers and coaches through lesson internalization and then being able to support them in their classrooms. Ongoing support is so exciting!

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The playbook provides an overview and link to all items needed to provide high quality support. The PA will support leader on HQIM implementation. There is continual, on-going support for rigorous, grade-level instruction.

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Important to be in constant communication with your IA

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This offers a deeper level of instructional technical support for teachers. The ongoing support will benefit the instruction thus success of students.

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The PA will provide ongoing support . Fantastic!

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I like that it clarified the role of the PA which will support teachers in understanding materials enough that they don't get frustrated and give up

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I like that it clarified the role of the PA which will support teachers in understanding materials enough that they don't get frustrated and give up

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I noticed and appreciated that district leaders, school leaders, coaches and teachers have an intercut part of the implementation at every step of the way. This supports implementation with fidelity.

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Sharing these phases is transparent and critical to coherent implementation. How much of these steps are shared/were shared ahead of time in terms of implementation? Who is responsible for communicating these phases of implementation to all LEA’s and Stakeholders?

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Lots of communication throughout the process including administration having a strong understanding and background.

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Notice a strong throughline across the focus areas and the performance outcomes across each role

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Notice a strong throughline across the focus areas and the performance outcomes across each role

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This document clearly details the phases of implementation with specific roles. This allows everyone to have clear language, supports, and aligned systems. Everyone has a role and each role comes together to support students. The PA supports building understanding and knowledge, as well as building relationships to support across the board.

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I noticed there's a gradual/coherent increase as we move through the phases. PA can specifically support coaches and teachers by ensuring that both roles are aligned and collaborate.

This resource will be key to ensure PA knows the expectation at each phase.

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Previous experience and training with HQIM. How many teachers? What are their sub plans? How are they utilizing internalization tools during PLCs?

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You'll want to gather as much information about the district as possible. What materials have they used in the past. What trainings have teachers had in the past. Is there an IC or is someone else serving in that role. etc...

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Their familiarity with HQIM, the why behind their switch to HQIM.

PLC protocols, planning/internalization processes.

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What is their current practice for internalizing lessons?

What does their schedule look like to support PLCs?

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What curriculum are they transitioning out of? What level of support they received in the past?

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What curriculum are they transitioning out of? What level of support they received in the past?

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Taking a school to Exemplary when it had never achieved that - lots of motivating and accountability. Taking over a campus that had just become a school in need of improvement. Both challenging in different ways and both important work!

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Leadership has a tremendous impact on the success of a team. I personally identify and respond better to adaptive leadership. I think a leader should have a strong adaptability to mold their team.

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Inspiring others to dive into change is a strength. Teachers need to know that change is uncomfortable but it's OK for change to be 'clunky' and we'll make mistakes along the way. We need to keep the end in mind and understand that change will ultimately be in the best interest of our kids.

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Personally, I have experienced both leadership styles. The ability to be adaptive based on the situation, is very critical in all aspects of leading in a school. The transformational leader is empowering others and leading towards the shared vision, so the team is rowing the boat in the same direction, towards the goal! This is the absolute best for students and growth! However, adaptative leadership includes transformational leader, but also the ability to adapt to all the situations that arise to support each person as needed!

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My experience with transformational leadership was when our principal was determined to move us out of low-performing status. She got in the mud with us so that we knew we were not alone in the work.

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Bring donuts! :-)

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Build relationships, ask about their personal lives.

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Joy: Seeing their practice grow and the students learning as a result of them implementing the strategies. 

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Joy: Seeing their practice grow and the students learning as a result of them implementing the strategies. 

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Meeting teachers where they are and be willing to support them any way possible.

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Being transparent. Letting people see me as a real person. Laugh!

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Meeting teachers where they are, and reach out on a personal level. creating a "real" connection so they can be vulnerable and open to collaboration.

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Planning off campus and/or out of district PD before the start of school and/or at the end of the year. They loved it!! I also did book studies with staff and parents that were both fun and educational. I left positive notes in the classrooms upon leaving an observation. Tons of motivational items!

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The Coach TIP portion of the protocol gives a clear and concise focus for each part of the process.

I have some experience working through the protocol from the teacher's view.

Definitely, the embedded supports for coaches will be beneficial.

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I love how specific and connected the protocols are for teacher internalization and coaching teachers to fidelity of implementation!

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I really appreciate the pacing embedded- timing of what happens before, during and after the observation and the specific focus on student impact throughout!

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The observation tools are specifically aligned to the HQIM and the RBIS. The look fors align to good teaching!

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The most helpful part of the protocols are the possible action steps, They can be of great help as you are coaching and/or writing observation feedback cycle.

I have some experience from the teacher side on internalization processes.